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The use of centers is not a new idea and it is completely easy to incorporate into your speech schedule!  Using a centers approach is an easy way for students to successfully practice their speech and language skills while staying motivated and practicing additional skill sets (your Occupational Therapist will love you)! The centers model also allows you a chance to collect data from each student and an opportunity to make the most of every minute! You may have heard mention of using this model especially when working with articulation students but you do not have to limit yourself to just students working on articulation skills.  This model can also be used with students working on goals for apraxia, fluency, language, and phonology too!  That is why this model is incredibly helpful when working with large caseloads, mixed groups, and/or students that have a lot of service delivery time.

How to Set Up Speech and Language Stations:
With six students or less you are guaranteed at least 5 minutes with each individual student to review their work, collect data, or progress monitor.

You do not want to spread the students out to much.  I like to have two kids working at two stations, one student at another station, and one working with me.  For example, I might have two students at the Discovery Station, two students at the Vocal Station, one student at the Kinesthetic Station, and one student with me so that I can collect data.  If I am working with a smaller group, I will reduce the number of stations and have the students at the stations for a little longer.

I use a timer and teach the students that when the timer goes off they are to move to the next station. When I am working with a larger group of five or six students, I set the timer for 5 minute intervals.  However, if I am working with three or four students, I set the timer for 7-10 minute intervals.

Think outside the box when creating different activities to use at each station and remember sometimes an activity could fit in more than one station. Practically any task you create for articulation can be tweaked for students working on other areas of need.  For example, if you pair a list of articulation words with vocal station cards, students working on language skills can use those same articulation words but using them in grammatically correct sentences, providing a definition or a description for the word, or stating a function, category, antonym, or synonym for that word.  Students working fluency, can work on using those same articulation words to practice using fluency shaping techniques at their level (word, phrase, sentence) or you can add a little recorder so they can record themselves using the word in a sentence and then listening back to determine if they were correct in stating if their speech is bumpy or smooth.

Check out this blog post if you are interested in learning the 10 Best Speech and Language Stations and an exclusive freebie including Station Posters, Vocal Station Cards, Kinesthetic Station Cards, and more! 

Do you want to implement the use of Speech and Language Stations but are not sure what stations to include?  Here are the stations that I have found most useful and some suggestions of activities that you can include in each station.

Vocal Station Cards
1.  VOCAL STATION- Using a variety of voices (i.e. slow, loud, silly, dragon, etc..) students practice using their best speech sounds at their level, language skills, fluency shaping techniques, and/or vocally expressing minimal pair contrasts.

2.  SLP and YOU STATION- This is an opportunity for the Speech-Langauge Pathologist to review activities provided, collect data for each student, review placement for production of sounds, reinforce use of fluency strategies during conversation, etc...

3.  TACTILE STATION- At this station, students can engage with sensory bins, playdough mats, or you can use a cookie sheet covered in sand, whip cream, or shaving gel or cream.  When I have incorporated the use of the cookie sheet with sand or shaving cream, I have had articulation students write the letter representation for the sound they are working on or their articulation words while they practice.  I have had language and fluency kids also draw pictures or write sentences in it and then describe what they drew or practice the sentence that they wrote.

Fine Motor worksheets
4.  FINE MOTOR STATION- Students can use daubers, crayons, or colored pencils while working with 100 count sheets.  This is also a wonderful station for working on tracing, cutting, and writing while practicing their skills. I have also used puzzles and had students string beads or work on lacing cards while practicing their speech and language skills out loud.

5.  PHONEMIC AWARENESS STATION-  Students can work on clapping out their words to determine how many syllables are in their word.  Other ideas include having students use sorting cards to mark the placement of their sound in the word, how many syllables the word has, and if their words rhyme or do not rhyme.  You could also have students try to come up with a rhyming word to pair with their articulation word.

6.  TECHNOLOGY STATION- Do you have a tablet with articulation and language apps on it, internet access, or no print resources in a notebook app or ibooks?  Or perhaps your school is a chrome book or tablet school and students can access the internet.  Students can work on any of those resources using a tablet, chrome book, or a computer.  You can find some great speech and language games on Quia.

Discovery Station
7.  DISCOVERY STATION- In the discovery station, I have borrowed science kits from colleagues and had students use magnifying glasses with my Find Articulation and Follow Directions series of resources.  I have also had students go on a speech sound search using a variety of literary mediums (advertisements, magazines, story books, menus) or while using creative visualization for different areas in the school.

8.  GAMES STATION- Students work in pairs at this station.  They practice their speech and language skills while taking turns during a game.  You can incorporate board games, open-ended games, or any of the great speech and language games you can find on TeacherspayTeachers.
Kinesthetic Cards

9.  TASK BIN STATION- So often a resource can be used in more than one station.  I use this station when there are two activities that I want the students to engage in but only one poster so I need to create another quick station to use a similar resource.  This station could also be considered the independent work or task card station.

10.  KINESTHETIC STATION (aka MOVEMENT STATION)-  Students get out of their seats and move around for this station. Ideas for this station include using Kinesthetic Station Cards for students to practice different exercises while practicing their speech and language skills out loud, use Twisted Speech and Language resources, bowling by rolling a ball to knock down cups (or plastic pins) that have their words under them, or you can create mini obstacle courses using hula hoops and little orange cones.

Do you use stations in speech therapy?  As you can see, they do not have to ONLY be for articulation.  You can use the same themes and tweak them slightly to accommodate a variety of needs! If you are interested in giving it a try or simply do not want to recreate the wheel, you can get my Speech and Language Stations pack as an exclusive freebie as a friend on my email list!

    The gold standard that we all try to meet during each session of articulation therapy is no less than 100 trials (preferably more). Sometimes, it is not so easy to get those trials in due to larger groups, uncooperative students, behavior concerns, etc.. I have found that as long as I can capture their attention and keep them engaged, I typically succeed in getting 120-180 trials for each student. I use a lot of different tools from my speech toolbox to accomplish this.  To continue to keep their attention and engagement, I break up their speech drills by incorporating the resources and themes below. Students need to complete 1-5 words with 10 drills of each prior to having a turn to engage in the reinforcement tasks mentioned below dependent upon each student's limit prior to their losing motivation.

    INCORPORATE GAMES:  I have never minded when colleagues have made comments about my use of games because they are just one tool that I have in my speech toolbox to keep students and myself engaged.  I use open-ended games and manufactured games (Pop the Pig, Cariboo, Break the Ice, etc..).  After each student has provided ten repetitions for their word, each member of the group takes a turn of the game we are playing. You can grab an Open-Ended Games freebie here! 

    INCORPORATE MOVEMENT: Bring out the flashlight and all of the old school ways of getting trials.  Hide picture cards around the room and turn off the lights to find them with a flashlight. Create a mini obstacle course in your room using hula hoops, orange cones, and bean bags. Put out a Twister Mat and enjoy some laughs while working on their speech and language skills with these Twisted Speech and Language cards. You can grab a Twisted Articulation set free, here!

    INCORPORATE TACTILE: My kids enjoy when I incorporate sensory input and after each time they run 10 trials for a word they get to participate in a tactile activity.  Here are a few ways that I incorporate tactile activities.  One way is to have students close their eyes and pull a little object from a bag. If they guess what the object is they get to keep it and if they guess incorrectly they put it back in the bag. Another way is to use sensory stations by putting rice, sand, water beads, beans in a container and hide little objects or their cards in the items to dig out. I also use play dough mats and after each set of trials, I give an additional piece of play dough.  You can grab a Mash & Mark Articulation freebie here!

    INCORPORATE FINE MOTOR: One way that I incorporate fine motor is through using daubers, colored pencils, spinners, and dice with my No Prep Speech and Language sets. Here is a Trolls No Prep speech and language freebie.  I also incorporate fine motor skills while working on seasonal Speech and Language Crafts by having them cut out the crafts or for some students I have them draw the picture representations of their word.

    MAXIMIZE THE USE OF EVERY MINUTE: Our time getting students and bringing them back to class can easily become wasted time.  Whenever possible, I begin collecting data even as we walk.  Here is a freebie to help collect therapy on the go! Another way to keep students motivated is to use an open ended 100 trials counter page with any articulation or language task cards that you already have during the last part of your speech session.  You can either set a timer for a predetermined time (3-5 minutes initially) and keep track of how many trials they complete and their accuracy during that time.  Or you can get a stopwatch to determine how long it takes to complete the 100 trials and the accuracy.  Make sure you include accuracy because that is the information we really want.  It doesn't help the students if they go so fast but all of their productions are errors. My students love seeing if they can increase their accuracy and decrease their time!

    If you are a friend that has joined my email list, I have an exclusive freebie that will be emailed to you and that includes: Growth Mindset Accuracy Badges, Growth Mindset Posters, and three 100 trials counter pages! This exclusive freebie is not found in my Teachers Pay Teachers store.
    Looking for more ideas? Check out these great blog posts from some of my favorite SLP bloggers for additional tips, tricks, and freebies for helping students easily achieve 100 trials!

    Articulation Therapy: 5 Ideas to Reach 100 Trials! - by Speech is Sweet

    Five Ways to Get 100 Articulation Trials During One Speech Therapy Session - by Speech Therapy Fun

    The 100 Trials Challenge- by Speech is Beautiful

    If you have additional ways that you get those 100 trials in quickly, please share in the comments below.  Thanks!

    Ten Reasons to Use Play-doh in Speech Therapy

    I don't know about you but I know that I am often told 'I wish I could just play with kids all day with games and Play-doh'.  Are you?  When I have explained that Play-doh and games are just tools to keep student's engaged, I have been met with skepticism.  Next time someone asks you how Play-doh helps student's to meet their goals, you can take your pick!

    1.  Sensory Input-  Some of our student's need the input from textures and smells to help keep them calm or engaged enough so that they can tap into learning the lesson.  This isn't just for our fidgety students but those that really need the additional sensory feedback.
    Mash & Mark Articulation
    2. Keeps Hands Busy While You Collect Data from Other Student's in the Group-  That is right!  It gives you a minute to collect the data from one student without three others staring you down or feeling like they are not getting time to independently practice. Grab my J Articulation Mash & Mark for free!

    3.  Kinesthetic Learners- In 1983, Gardner introduced the idea of multiple learning styles.  One such style are Kinesthetic learning.  Kinesthetic learning takes place when an individual is completing a physical activity while learning.  Using Play-doh to create a letter while practicing that sound or covering a picture while working on that word would be a beneficial activity for our 'body-smart' learners!
    Mash & Mark Phonology
    4.  Fine Motor Support -  Do you collaborate with Occupational Therapists (OT)?  I have worked with several occupational therapists in the past and we have used Mash and Mark sets to work on fine motor skills while practicing speech and language skills too!  Working on fine motor skills increases the dexterity and muscle tone needed in hands and fingers (needed for writing and pre-writing skills such as cutting and holding a pencil).  Another way to use Play-doh as a collaborative effort with the OT is to place little figurines in balls of Play-doh so that student's have to dig it out.  Once they do, they practice their speech skill (or language skill) at their level.

    5. Can Help Address Social and Emotional Development-  I have found many times that when I get a new little friend, they are sometimes too scared or nervous to start working with someone new.  It can be a moment filled with anxiety for little ones who do not spend much time away from their parents.  Using Play-doh can help calm them and get them to open up and share their thoughts or feelings about coming to speech.

    Map, Mash & Mark Conversational Exchange
    6. Provides Opportunities to Work on Social Skills-  If student's see you pull out the dough and begin to build something, they will usually begin asking questions (i.e. 'What are you building?' 'Can I have some Play-doh too?', etc..)  You can even split the Play-doh colors (or the tools such as stamps, dough scissors, etc..) between two or more students and remind them to use their manners and you will often see them begin to play and engage more with each other asking to borrow certain colors or tools or asking what the other is creating.   I also use my Map, Mash, and Mark Conversational Sets to work on keeping track of if they asked, answered, or commented to keep conversations going!
    Mash & Mark Fluency
    7- Turn Any Activity into a Mixed Group Activity-  It is true!  You may have one student working on language, another with fluency, and the third with articulation.  The student with the language goal might create something with their dough (imaginary or real) and then have to provide description, function, or talk about it like they were trying to sell it (or maybe just telling you how to create it).  The fluency student could be using their strategy while asking the language student a question about their creation  and then demonstrating with the dough if they thought their speech was bumpy or smooth.  Or you could have the fluency student practice using their strategies while completing the same task as the language student.  What about the student addressing articulation?  Simple!  If they are practicing their sound at spontaneous speech level (they could be doing the same task as the language student) or if they are at the word level, they can listen to their peers to see if they use their sound at their position and practice tearing off little pieces of the Play-doh from the ball they had each time they practice saying that word.

    8- Visual Supports-  I love using dough for visual supports!  That might be because I am also a visual learner but I find that it helps so much for my student's too.    Visually for an articulation student, they can practice creating the letter while they practice words that contain their sound.  Or check out the wonderful blog post by Natalie Snyder about using Play-doh as a visual for /r/ (Link is provided at the bottom of this post).  Student's working on Fluency can use the dough to make bumpy vs smooth roads or the straight snake vs the bumpy snake.

    9- Great Tool for Learning-  You can just about find Mash Mats for any needed goal you need to target with students!  Plus, Jennifer Bradley at Speech Therapy Plans has additional excellent ideas of ways that you can use Play-doh as a learning tool!

    10-  Plus, its Fun! Even as an adult, I enjoy working with Play-doh! Kids have such great imaginations and can create some wonderful creatures, narratives, and/or turn it into is own instant dramatic play session!  Who feels like buying a Play-doh Burger and Fries combo?

    Other blog posts about using Play-doh I would suggest:
    5 Ways to Use Play-Doh in Speech Therapy
    Another Quick Articulation Tip for the /r/ Sound

    Do you love Play-doh as much as I do?  What ways do you use it?

    Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on Instagram, Pinterest, or Facebook.

    After a long day at work, I was never 'thrilled' to take my daughter grocery shopping.  Mostly, it was because I was just drained and I knew that she was too.  I never knew if we would be 'that family' that had the meltdown in the grocery store (I'm including myself in that meltdown too!)  Grocery shopping became easier when I kept us both engaged in learning and fun!  Here are some tips that you can share with your student's parents that will encourage bringing the kids to the store and building their speech and language while they are there!

    1.) Build Vocabulary by Labeling and Describing EVERYTHING!  The grocery store is filled with speech and language opportunities. Parents and students can discuss size, color, function, category, location, etc.. Trying to find a few items in the same category is always fun!

    2.) Work on Prepositional Phrases!  Is the item that you are looking for on the top shelf? Between the canned corn and the canned green beans? Is it on the second shelf?

    3.) Work on Following Directions!  It can be as simple as 'please grab the big box of Chex' or more complex such as 'After you grab the small box of Chex cereal and put it in the cart, point to the kind of instant oatmeal you would like us to buy this time.'

    4.) Work on Taking Turns and Inferencing Skills!  That is right, play good ole' I SPY in the grocery store!  Encourage parents to take turns with their kids in describing an item, its use, where it comes from (tree, cow, etc..), and its appearance while the communication partner guesses!

    5.) Work on Pragmatic Skills!  Model and reinforce positive social skills and language to demonstrate good manners.  Practice taking turns asking and answering questions about the environment, what they need to find next, where they might find the item, and using please and thank you when asking the bakery for that free cookie or sample (not all stores offer the cookie but you would be surprised how many do!)

    6.) Have a Sound Search Party!  While walking down the aisle, how many items can the student find that has their sound?  Where is the sound located in the word (initial, medial, final position)? Did the student find more or the parent (I always encourage making it into a game)?

    I provided my friends that have joined my email list this exclusive freebie that include a starter list or words by sound!

    7.) Build Executive Functioning Skills!  Prior to going shopping have parents and students decide on a recipe they want to complete at home and make the shopping list for it or just a shopping list for that week's groceries.  By planning ahead, getting organized, making a list, and developing a plan for where in the store they need to go, student's are building executive functioning skills!

    8.)  Expand on these Lessons at Home with the Little Ones!  If they have a play kitchen at home... bonus!  However, these days parent's can get cheap toy food at the local dollar store or at some of the chain stores.  Continuing to practice the above-mentioned tips at home during play will increase speech and language skills too (plus it is a bonus if you just really can't bring yourself to include the kids at the grocery store due to the fear of meltdowns)!

    Have you encouraged parent's to build speech and language skills at the grocery store?  There are a million ways (including learning money names, values, and concepts)!  I would love if you would share with my different ways you have helped encourage speech and language growth at the grocery store!

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    How often does this happen to you?  You send home practice homework consistently and it doesn't come back? You sit in an IEP meeting and the parent is not sure what their child is working on, or they do know exactly what their child needs to work on but they never saw the homework so they are not sure how to help?  I have sent home interactive homework notebooks and a variety of speech and language crafts with some success.  Usually the students who are motivated to get out of speech are most likely to do it and bring it back.  The rest... well, they just are not there yet.  No matter how we tackle building take-home practice opportunities.  So what do we rush to do when we have the parent that really wants to help their child and maybe their child is just not so motivated?  How can we bridge that gap without making it seem like more work (or a HUGE take-home packet)?

    1.  Make it Meaningful and Practical!
    Children are more likely to retain (like the rest of us) when it has meaning.  For my students working on following directions, I suggest to the parent that they work on following directions while targeting chores! Ask Johnny to "First unload the plates and cups before putting away the utensils."  Have Johnny work on repeating back the instructions before completing the task.  If Susan is working on /r/ and you need her to clean her room, have her say aloud the words that start with /r/ that she finds in her room as she cleans it! I am a parent so targeting independent skills (such as chores) while targeting speech and language is a WIN-WIN!

    2.  Make it Fun.  Go Ahead and PLAY with your Child!
    Yes, in therapy, we often play games. I'm not ashamed to admit that I pull out my Open-Ended Games a lot! It is a way to reward good behavior, manage behaviors, and make mixed groups a bit more cohesive.  Game Night with the Family CAN still be enjoyable.  Unfortunately, I find that many kids no longer pull out those game boards at home or even get family game night.  I suggest that parents play when possible. You can still target speech and language skills while playing a board game.  Parents can target the social language aspect ("Can you please hand me a card?" "Oh, it is your turn now!"), receptive and expressive language ("You moved one spot.  You need to move four more spots?" "Who rolled snake eyes?"), articulation (Does the number on the dice or the card they just pulled have their sound?), etc..   If their child is not old enough to play board games, I suggest that parent's get down on the carpet with their child and actually play whatever their child wants to play (coloring pictures, dolls, cars, building blocks).

    I sent my friends on my email list a handout that I share with parents about building language at the park while engaging in functional play! I use a lot of familiar language and build onto it by creating opportunities that require children to initiate and/or attempt communication by using expansion and/or having them direct my actions.

    3.  Create Opportunities for the Child to be the Teacher.  Be Silly and Be Wrong.  
    My students LOVE to catch me in a mistake. It is okay to make mistakes and I want my students to know it is okay to not always have the right answer.  Therefore, I make mistakes a lot (some just plain silly mistakes that are easy to catch too!).  I have found that by allowing myself to make mistakes I am not only modeling for students that mistakes are how we learn but that we can all help each other.  They will quickly tell me what I need to do to fix my error and blossom when they get to be the teacher.  The biggest reason I enjoy making obvious mistakes is really the laughter.  It fills me with joy when I am silly and the students laugh and then correct my error using their speech and language skills.  I love it because it doesn't seem like work to them at that point.  Plus they get pleasure from the silly interaction, demonstrate their skills, and typically smile with pride that they could teach me something.

    Do you share these same tips with parents during IEP meetings? What do you usually provide or share with parents looking to help their child?

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    Check out my Privacy Policy if you want to learn more about how I keep your information safe.

    If you click the "Yes" button above, I will automatically add you to my email list. I value your privacy and will protect it. Don't worry, you can unsubscribe at any time! Powered by ConvertKit
    Bringing a child into the world is such a blessing.  For me, it was a blessing beyond words since I had been told I would never get pregnant.  We were beyond excited when we learned that we would be parents but then she sent me to the hospital in premature labor at just 23 weeks gestation. Our journey for the next 5 months would be scary, joyful, frustrating, and miraculous and would ultimately give me a different perspective as a parent to a micro-premie that I believe makes me a better SLP.

    During our month stuck in the hospital bed, the hospital had to visit me multiple times to share with me the facts of what could go wrong if my baby was delivered at that time.  Now, I am all for being brutally honest and I even understand that the hospital had to give me the facts and make sure I understood.  I even get that they had to have my sign the paper stating they went over the consequences of my medical situation.  However, the constant highlight of all that could be wrong (even when I told them I had been in special education for so many years and knew the statistics) sent me in a spiral of negative which resulted in my emotionally pulling away from the child in womb.  I was so scared of losing her that I found myself falling into a depressive state and detaching emotionally so that any loss that might occur might hurt less (a ridiculous thought from a depressive state). So we need to remember to shine the light of positivity on situations.  Highlight whatever silver lining we can find and celebrate all the accomplishments including the little ones!

    I get it.  Sometimes, parents make our job more difficult.  Sometimes, our feathers are a little ruffled because we think they do not respect our professional opinion.  Whatever the reason, take a deep breath and remember we are a team with that advocating parent.  They are fighting for the best services for their child.  Sometimes those services are not warranted or appropriate but they do not always know that.  They simply want to make sure we are doing everything we can for their child.  I learned this as a parent that needed to advocate for my own child when the hospital wanted to move her to another hospital but I refused to do so until they had donor milk at the new hospital for her. I know I was a thorn in both hospital's sides because I refused for 2 weeks to move my child until they had the donor milk.  In the end, my refusal resulted in the second hospital getting the donor milk and my child was the first to receive this service at that location and it provided her with important nutrients that I could not provide nor could formula provide for my micro-preemie. 

    Parents need to know that we are on the same side as them.  We are truly a TEAM for their child.  It is sometimes difficult to convey this message if/when our parents have been in IEPs that felt anything but supportive in the past and they come into the new IEP on the defensive.  This is when we really need to reach out to them.  I had so many nurses and doctors telling me how great the other hospital facility would be (and it was with more space and less noise) but they kept the pressure on to move my child even when I expressed my concern over and over.  The doctor that brought her into the world ended up being my biggest support an ally.  While everyone else pressured me to move her and let them put her on formula, he shared with me (as a grandparent) that my decision was really the best for her.  He encouraged me and backed me up against the suggestions of the other hospital staff.  

    Every child on my caseload becomes my child too.  I want the best for them.  Therefore, I provide the services that I would want another service provider to provide if it truly was my child. We spent nearly 3 months in the NICU. During that time, my child became eligible for early intervention services and supports and financial assistance for all of her medical care. I knew these services were available due to my years of service in special education.  Not once did the case manager inform us of services that she qualified for or to refer her for these services. In fact, I had to request the information and referrals to be sent to the appropriate services. We need to educate parents on what additional outside services are available or the process to determine eligibility for additional services.

    We are use to our jargon.  Unfortunately, sometimes we are unable to avoid using jargon.  When we have to use it, we need to give examples.  For example, when we are discussing with a parent about the different types of stuttering or the techniques to modify stuttering or to shape fluency, we need to give examples. It doesn't do any justice using other words to explain.  If you can give an example or a visual it can help.  As I sat there providing kangaroo care to my child (skin on skin contact), she had many desat episodes due to apnea. All I knew was that bells would ring and her little monitor would go crazy.  Staff had to explain that desat and apneic episodes meant that she stopped breathing and how to read the monitor so that I would not jump every time it rang but when it was important to call out for assistance. 

    IEPs can be scary.  Some parents have to go through a grieving process when their expectations for their child's future may not be a reality or they are unsure if it can every be a reality.  I spent 18 hours a day in that NICU holding my child, watching other parents come and go with their babies, and wondering when it would be our turn and what the future may be for her.  Why did other parents get to take their babies home after a day, a week, or a month and I had to sit there day after day?  What would her future look like?  Would she have academic concerns? Would she always have a heart murmur or any heart problems?  I was fortunate enough that the NICU nurses were spectacular.  They listened to my fears.  They cried with me and they gave me encouragement.  We need to do this with our parent's fears too.  We need to listen, be empathetic, and provide support. 

    Yes, that includes advocates if parents feel that they need that level of support.  Grandparents, siblings, advocates, prior service providers, etc.. anyone that makes the parent feel supported during the process.  By encouraging and accepting others into the meeting, we are letting the parent know that we really do consider them a part of the IEP TEAM and that we do have their child's best interests at heart.  For my little one to come home she had to be able to take so many meals by bottle within a certain time period.  When the hospital staff sent someone to discuss the matter with me and help me to help her with this task, they sent an Occupational Therapist.  I appreciate my fellow service providers; however, being a Speech-Language Pathologist I was most comfortable with  and made a special request for another Speech-Language Pathologist..  They could have very easily rolled their eyes, gave me a million reasons why the OT was just as capable, and gave me a difficult time about my request.  They didn't. They were supportive so it made me feel empowered and part of my child's team.  

    What life experiences do you feel has made you a better SLP?  What lessons did you learn? I would love for you to share your experiences that helped you grow into the therapist that you are today in the comments below. We all grow as a discipline when we actively reach out to educate ourselves and share with others. 

    Want more great tips, tricks, and ideas for successful speech therapy?  Subscribe to our FREE newsletter, or visit us on InstagramPinterest, or Facebook.

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